Theoretical Framework

TPACK

Looking at the TPACK Framework or the "merging of technology, pedagogy, and content knowledge" (Mishra & Koehler, 2009, p. 16) iPads become an effective vehicle to deliver content and vocabulary in a more meaningful, interactive and engaging way.

Accessing numerous applications via the iPad is both easy and inexpensive. Nisbet and Austin (2013) state that "one means of engaging students in extensive vocabulary applications (or apps), which are readily available for smart phones and tablets" (p. 3). By incorporating iPad technology into an already designed thematic unit that is structured in such a way that words are infused, reused and recycled creates and added benefit of transforming the social studies curriculum, for example, into something that is more "intellectually accessible to students" (Mishra & Koehler, 2009, p. 15). Combining iPad apps that are pedagogically sound and that create opportunities to introduce and evaluate content knowledge is a winning situation for ESL students and teachers. Gillespie (2008) argues that "we should choose the technology that enhances our capacity to teach and enables our learners to learn" (p. 123). iPad apps provide many opportunities for both individual and collaborative learning. Wang (2013) supports this stating that "in groups, LEP/ELL students can learn how to work with others to achieve a common goal: to plan, discuss, compromise, question, and organize information" (p. 644).

Theoretically, the SAMR model (at the left) and the questions to ask, demonstrate how taking a thematic unit and applying iPad technology fits with changing the way students engage with the content and increase vocabulary development.

SubstitutionAt this very basic part of the model, iPad technology represents an alternative to using traditional pen and paper/computer software to complete the learning objectives. However, what is gained are students who have more options to personalize their work while collaboratively engaging with the technology and other students. Research on the study of mobile learning shows that "groups that used mobile devices produced more valuable (richer, more relevant, more useful, and more reliable) course materials" (Romrell, Kidder, & Wood, 2014, p. 1). The benefit stems from the increased interactivity that the iPads provide.

AugmentationInfusing each lesson with iPad substitutions to complete activities was motivational and purposeful because "students felt they made classes interactive and engaging and that the use of technology enhanced the class" (Johnston & Marsh, 2014, p. 52). Visually, using iPads to create a word wall or more appropriately, 'a collage' gave the students control over how it looked and changes could be easily made to make it more personally and visually appealing. Adding color, font sizes, and other display aspects changes how vocabulary is seen and students are now more motivated to increase vocabulary use, thereby "improving their linguistic ability"...and "improving their subject knowledge" (Wang, 2013, p. 645). Additionally, using apps such as Dictionary.com gives students access to instant word analysis and meaning along with synonyms that they can include in their personalized word wall. Instead of flipping through pages, information becomes richer when using this app. Johnston and Marsh (2014) further assert that "iPad apps such as Popplet Lite and the Oxford Dictionary Online app were used to develop activities about brainstorming keywords related to research topics and to find synonyms" (p. 54).

ModificationThere is a definite change to how the task is managed when using the iPad. Students can access all the apps simultaneously to complete their work. They can access internet content using a laptop, work cooperatively on a K-W-L chart or Writing activity using WeWrite or WeKWL apps. They are working on tasks in real-time, seeing each others definitions, and thoughts about what they know, want to learn and have learned. They can access this information from different areas of the school. They have more meaningful exposure to vocabulary and access definitions and meaning in 'real-time' while also having an ability to simultaneously watch a video clip to reinforce more vocabulary. Schmitt (2009) argues that "virtually anything that leads to more exposure, attention, manipulation, or time spent on lexical items adds to students' learning" (p. 11). The tasks become more motivating and purposeful and as Roessingh (2014) states, "developing a thematic plan takes a lot of work and is a busy, dynamic - rather than linear - process, as certain materials can suggest a new learning task or lesson plan" (p. 90).

RedefinitionFor this section the technology must create something totally new for the student that would not be available through traditional tasks or activities. The interactivity created by WeWrite and WeKWL is something that is not available using traditional K-W-L graphic organizers. Students are working both individually and collectively in the classroom. They instantly see each others work without having to write everything out and share. For example, some students can be in the hallway, or library doing other activities while also having access to everyone's information. Also, how the teacher interacts changes because she/he can evaluate and assess their work as they share information. Romwell, et al. (2014) further suggests that "if learning activities involving a mobile device are purposefully designed to be personalized, situated, and connected, the resulting mLearning activities have the potential to redefine and transform learning" (p. 9). Students become more engaged and personally responsible for their learning through the use of iPad apps. Blackwell (2014) in her research notes that "the ability to document work using the camera, video, and audio recorder allowed children to reflect on and improve their learning" (p. 15).